Open AccessAnonymous Feedback Using Digital Walls: A Case Study
Author(s) -
Besma Allagui
Publication year - 2016
Publication title -
journal of education and vocational research
Language(s) - English
Resource type - Journals
ISSN - 2221-2590
DOI - 10.22610/jevr.v7i3.1411
Subject(s) - class (philosophy) , computer science , mathematics education , focus (optics) , focus group , front (military) , order (exchange) , multimedia , psychology , sociology , engineering , artificial intelligence , mechanical engineering , physics , anthropology , optics , finance , economics
A common problem faced by many language teachers is students’ fear from speaking in front of the whole class and making mistakes. Research showed that reticence to participate in class may influence students’ language learning who may miss important opportunities for correction. This paper reports on students’ reactions to the use of digital walls to provide anonymous oral feedback and to maximize students’ participation. The students engaged in answering three-minute instructor-posed questions on their mobile devices using an application called Quick fire as found on www.spiral.ac. The anonymous answers were displayed instantaneously on the smartboard which allowed the instructor to provide the students with real-time feedback. The students answered 14 questions after eight weeks of instruction. At the end of the project, the students were invited to focus group discussions in order to delve into their opinions about using digital walls for providing feedback and encouraging class participation. Qualitative analysis of the students’ comments indicated that they had a generally positive experience and that anonymous posting can foster students’ engagement.